15 found
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  1.  10
    I Like It, but I'm Not Sure Why: Can Evaluative Conditioning Occur without Conscious Awareness?Andy P. Field - 2000 - Consciousness and Cognition 9 (1):13-36.
    There is good evidence that, in general, autonomic conditioning in humans occurs only when subjects can verbalize the contingencies of conditioning. However, one form of conditioning, evaluative conditioning (EC), seems exceptional in that a growing body of evidence suggests that it can occur without conscious contingency awareness. As such, EC offers a unique insight into what role contingency awareness might play in associative learning. Despite this evidence, there are reasons to doubt that evaluative conditioning can occur without conscious awareness. This (...)
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  2.  37
    Dissociating the effects of attention and contingency awareness on evaluative conditioning effects in the visual paradigm.Andy P. Field & Annette C. Moore - 2005 - Cognition and Emotion 19 (2):217-243.
    Two experiments are described that investigate the effects of attention in moderating evaluative conditioning (EC) effects in a picture‐picture paradigm in which previously discovered experimental artifacts (e.g., Field & Davey, 1999 Field, AP, and Davey, GCL, (1999). Reevaluating evaluative conditioning: A nonassociative explanation of conditioning effects in the visual evaluative conditioning paradigm, Journal of Experimental Psychology. Animal Behavior Processes 25 ((1999)), pp. 211–224.[Crossref], [PubMed], [Web of Science ®], [Google Scholar]) were overcome by counterbalancing conditioned stimuli (CSs) and unconditioned stimuli (USs) (...)
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  3.  96
    Associative learning of likes and dislikes: Some current controversies and possible ways forward.Frank Baeyens, Andy P. Field & Jan De Houwer - 2005 - Cognition and Emotion 19 (2):161-174.
    Evaluative conditioning (EC) is one of the terms that is used to refer to associatively induced changes in liking. Many controversies have arisen in the literature on EC. Do associatively induced changes in liking actually exist? Does EC depend on awareness of the fact that stimuli are associated? Is EC resistant to extinction? Does attention help or hinder EC? As an introduction to this special issue, we will discuss the extent to which the papers that are published in this issue (...)
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  4.  37
    Associative learning of likes and dislikes: Some current controversies and possible ways forward.Frank Baeyens, Andy P. Field & Jan De Houwer - 2005 - Cognition and Emotion 19 (2):161-174.
    Evaluative conditioning (EC) is one of the terms that is used to refer to associatively induced changes in liking. Many controversies have arisen in the literature on EC. Do associatively induced changes in liking actually exist? Does EC depend on awareness of the fact that stimuli are associated? Is EC resistant to extinction? Does attention help or hinder EC? As an introduction to this special issue, we will discuss the extent to which the papers that are published in this issue (...)
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  5.  22
    Distorted cognition and pathological anxiety in children and adolescents.Peter Muris & Andy P. Field - 2008 - Cognition and Emotion 22 (3):395-421.
  6.  14
    Evaluative conditioning is Pavlovian conditioning: Issues of definition, measurement, and the theoretical importance of contingency awareness.Andy P. Field - 2000 - Consciousness and Cognition 9 (1):41-49.
    In her commentary of Field (1999), Hammerl (1999) has drawn attention to several interesting points concerning the issue of contingency awareness in evaluative conditioning. First, she comments on several contentious issues arising from Field's review of the evaluative conditioning literature, second she critiques the data from his pilot study and finally she argues the case that EC is a distinct form of conditioning that can occur in the absence of contingency awareness. With reference to these criticisms, this reply attempts to (...)
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  7.  20
    Learning to fear a second-order stimulus following vicarious learning.Gemma Reynolds, Andy P. Field & Chris Askew - 2017 - Cognition and Emotion 31 (3).
  8.  8
    When all is still concealed: Are we closer to understanding the mechanisms underlying evaluative conditioning?Andy P. Field - 2001 - Consciousness and Cognition 10 (4):559-566.
    Fulcher and Hammerl's (2001) important exploration of the role of contingency awareness in evaluative conditioning (EC) raises a lot of issues for discussion: (1) what boundaries, if any, exist between EC and affective learning paradigms?; (2) if EC does occur without awareness does this mean it is nonpropositional learning?; (3) is EC driven by stimulus-response (S-R), rather than stimulus-stimulus (S-S), associations and if so should it then surprise us that contingency awareness is not important?; and (4) if S-R associations are (...)
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  9.  31
    The “benefit” of Pavlovian conditioning – performance models, hidden costs, and innovation.Graham C. L. Davey & Andy P. Field - 2000 - Behavioral and Brain Sciences 23 (2):253-254.
    A proper evaluation of the biological significance of Pavlovian conditioning requires consideration of performance mechanisms. Domjan et al.'s definition of net benefit is simplistic, and their model promotes convergence in behaviour, ignoring the possibility of innovation.
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  10.  17
    Future directions for child anxiety theory and treatment.Andy P. Field, Sam Cartwright-Hatton, Shirley Reynolds & Cathy Creswell - 2008 - Cognition and Emotion 22 (3):385-394.
  11.  24
    The verbal information pathway to fear and subsequent causal learning in children.Andy P. Field & Joanne Lawson - 2008 - Cognition and Emotion 22 (3):459-479.
  12. Kai Vogeley, Martin Kurthen, Peter Falkai, and Wolfgang Maier. Essential Functions of the Human.Elkhonon Goldberg, Kenneth Podell, J. Proust, Karl H. Pribram, Vittorio Gallese, Marianne Hammerl, Andy P. Field, Frederick Travis, R. Keith Wallace & J. Allan Cheyne - 1999 - Consciousness and Cognition 8:270.
     
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  13. John P. Kline, Gary E. Schwartz, Ziya V. Dikman, and Iris R. Bell. Electroencephalographic Regis.Marianne Hammerl, Andy P. Field, Benjamin Libet, Peter Cariani & Steven Ravett Brown - 1999 - Consciousness and Cognition 8:585.
     
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  14. John M. Gardiner, Cristina Ramponi, and Alan Richardson-Klavehn. Response Deadline and Sub.Nancy J. Woolf, Marianne Hammerl, Andy P. Field, Ron Sun, Santosh A. Helekar & Benjamin Libet - 1999 - Consciousness and Cognition 8:390.
  15.  15
    A Review of the Academic and Psychological Impact of the Transition to Secondary Education. [REVIEW]Danielle Evans, Giulia A. Borriello & Andy P. Field - 2018 - Frontiers in Psychology 9:391751.
    The transition from primary to secondary education is one of the most stressful events in a young person’s life (Zeedyk et al., 2003) and can have a negative impact on psychological wellbeing and academic achievement. One explanation for these negative impacts is that the transition coincides with early adolescence, a period during which certain psychological disorders (i.e., anxiety disorders) become more salient (Kessler et al., 2005) and marked social, biological, and psychological development occurs (Anderson, Jacobs, Schramm, & Splittgerber, 2000). This (...)
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